Journal Entry 2 EDUU 512
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TPE 8- Learning About Students
- Understanding patterns of child and adolescent development
- Using formal and informal methods to assess students’ prior mastery of knowledge and skills
- Learning about students’ abilities, ideas, interests and aspirations
- Understanding how multiple factors influence students’ behavior and ability to learn
- Identifying students needing specialized instruction
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Teacher as Decision Maker
- Brain Research/Theories of Learning
- Understanding of Students
- Knowledge of the Curriculum
How you teach and how you assess students
Apply it to:
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Reflective Practitioner
Plan
- What do I know about my students and my teaching context?
Teach
- How am I implementing instruction and addressing student needs?
Reflect
- What have I learned about teaching and my students?
Apply
- How will I apply what I’ve learned to enhance student learning?
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What does brain research tell us
about learning?
- Role of Emotions in Learning
- Sensory Rich Experiences
- Pattern Seeking
- Building Memory
- Brain Development
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Constructivist Theory
Individuals construct meaning and understanding through prior knowledge
Apply this knowledge to new situations
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Sources of Student Diversity
- Multiple Intelligences
- Learning Styles/Cognitive Styles
- Emotional, Social and Physical Development
- Gender
- Sexual Orientation
- Language
- Cultural Diversity
- Exceptionalities
- Students at Risk
- Socioeconomic Status
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How do you learn about
your students?
- Review cumulative files
- Use student questionnaires
- Use family questionnaires
- Observe and interact with students
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How do you apply this information
to your classroom?
Variety is the key!!
- Vary the materials you use to teach
- Vary the instructional strategies you use
- Vary the ways in which you assess student
learning
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Differentiated Instruction
Differentiate:
- Content
- Process
- Product
According to:
- Students’ Readiness
- Students’ Interest
- Students’ Learning profile
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Differentiating Content
How teachers help students gain access to the curriculum during instruction
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Differentiating Process
Instructional activities that help students
make sense of the content
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Differentiating Product
How teachers help students demonstrate
understanding of content at the end of a
lesson or unit of study
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Universal Design for Learning (UDL)
- Principle 1:
Provide Multiple Means of Representation
- Principle 2:
Provide Multiple Means of Action and Expression
- Principle 3:
Provide Multiple Means of Engagement
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English Learners
Sheltered English Observation Protocol(SIOP) Model
Components:
- Lesson Preparation
- Building Background
- Comprehensible Input
- Interaction
- Practice/Application
- Lesson Delivery
- Review/Assessment
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